Office Closure, Ms Project

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					         PROJECT CLOSURE AND EVALUATION REPORT
 Project Evaluation and Closure Report for the Auditor-General
                     Denel bridging project

Prepared by: Natalie Zimmelman                           Date: 11 February 2003


   1) Project Details
      The service provider for this project was Kentron College, established by
      Denel and run by Denel and Kentron. The project was contracted
      between Fasset and the Office of the Auditor-General, as the project has,
      traditionally, been funded by the Office of the Auditor-General and many of
      the learners studying at Kentron College were to be bursared or employed
      by the Office. This project was funded via the social projects window.
      The project was managed by Natalie Zimmelman for Fasset, with the
      assistance of OD&MS towards the end of 2002.

   2) Description of Project
      The purpose of this project is to allow previously disadvantaged learners,
      who have potential, to re-write, and thereby improve, their matric in maths
      and accounting. At the same time, the learners are given extensive life
      skills and additional educational programmes, enhancing their rate of
      success through further studies and in employment.

      Further details on the programme can be found in the Denel Bridging
      Programme Yearbook – available in the Projects and Policies Managers
      office.

   3) Project Budget
                       Budget and Actual Figures

                                                  Variance (Negative
                     Budget                         values denote
                    Approved       Actual Spent      underspend)       Comments
     Project       R636, 120.00    R636, 120.00         R0.00

    TOTALS         R 636, 120.00   R636, 120.00         R0.00


   4) Project Timelines
      The recruitment of the learners began in December 2001 with the
      academic period running from February 2002 to December 2002, when
      final exams were written and results published. The final placement and
      reporting on the learners occurred in February 2003.
                     5) NSDS Objectives


 NSDS Objective                         1                           2                3                   4                 5
                        Developing a culture of high         Fostering skills   Stimulating        Promoting        Assisting new
                        quality life long learning and    development in the        and                skills       entrants into
                        fostering skills development      formal economy for    suppor ting      development      employment in the
                            for high quality jobs.          productivity and       skills       and access to      labour mar ket.
                                                         employment grow th.    developme            jobs and
                                                                                   nt in          sustainable
                                                                                 SMME’s.           livelihoods
                                                                                                through social
                                                                                                 development
                                                                                                   initiatives.
Specific Targets        1.2 By March 2005, a                                                   At least 2         A minimum of 1
being addressed         minimum of 15% of workers                                              projects are       200 people under
(fill in numerical      to have embarked on a                                                  developed and      the age of 30 have
targets under the       structured learning                                                    implemented        entered
appropriate NSDS        programme, of whom at                                                  for the            learnerships and
Objectives.)            least 50% have completed                                               training of the    150 have entered
                        their programme                                                        unemployed.        skills programmes
                        satisfactorily.




Numerical Objectives    20 learners embarked on a        15 of the learners                    1 project        20 new entrants
Achieved (to what       structured pr ogramme, of        have, to date, been                   developed for    now able to access
extent has the          whom 95% have completed          bursared or                           the training of  further lear ning in
Project met these       their programme                  employed                              the              Fasset’s sector,
targets?)               satisfactorily                                                         underemploye     and therefore,
                                                                                               d.               potentially enter
                                                                                                                learnerships in the
                                                                                                                future.
Qualitative             The additional support structures and life skills programmes within this project impact greatly on the
Objectives Achieved     potential of these individuals to contribute meaningfully as employees within the public sector. This, in
(how has the Project    turn, strengthens the entire economy.
contributed to these
targets?)



                     6) Proposal Objectives
                        The objectives of the project were as follows:
                            To recruit 20 previously disadvantaged learners, who had poor
                              original matric marks in Maths and Accounting, but who
                              demonstrated potential, onto a full-time re-write programme
        To provide the academic and life-skill programmes over a nine-
         month programme so that an average of a 2 symbol increase in
         marks can be achieved
      For the Office of the Auditor-General to provide practical
         experience to the learners
      To place some of these learners in employment at the Office of the
         Auditor-General or for the Office to provide bursaries for others.
7) Quantitative Results

   20 Learners were recruited onto the programme. The average Maths
   mark improvement over the year was 17.45% and the average Accounting
   mark improvement was 25.05%. The most improved Accounting learner
   increased his symbols by 47% and the most improved Maths learner
   increased her mark by 39%. 1 Learner received a distinction in Maths. 4
   Learners got distinctions in Accounting and 8 got B symbols. Only 1
   learner received a fail mark for one subject - Maths. 8 Learners received
   Office of the Auditor-General bursaries to study at the University of
   Pretoria and 4 received Office of the Auditor-General bursaries to study at
   Vaal Technikon. A further 2 learners were short-listed for bursaries at
   other institutions and 1 other was p laced in a job. 5 learners are still
   seeking a position for 2003.


8) Effectiveness of the Project

   This project has consistently enhanced Access to the sector and improved
   the skills base of the Office of the Auditor-General. The 14 new entrants
   to tertiary education attest to this effectiveness. While the life skills
   components and leadership skills developed by these learners is critical,
   the results of the intervention can only be measured over time as the
   learners progress in their studies and work environments.


9) Benefits of the Project

   20 learners and a public entity, the Office of the Auditor-General, have, to
   date, benefited from this project. The success of the 2002 learners
   indicates a potential ongoing benefit to the sector.

10) Issues to take note of

   Kentron College introduced Economics and Commercial law to the
   syllabus this past year. These subjects proved extremely successful and
   are pertinent to the learner’s future careers. Kentron is now considering
   adding Internal Audit topics as well. These topics, as well as the technical
   drawing completed by the learners, indicates the value of a broader skills
   development focus.

11) Lessons Learnt

   The College has been in existence for many years and the relationship
   with the Office of the Auditor-General is long standing. This has made the
   introduction of a third party as the funder a difficult transition. The
   relationships are not yet established and comfortable and this will still
   require more work.

12) The External Project Team

   During the course of the project, the project manager resigned and a new
   manager was not recruited until quite some time later. This meant that
   there was an extended period of time when interaction between Fasset
   and the project was limited and invoicing of Fasset was slow. Further, the
   relationship issues discussed in point 11) above meant that Fasset was
   unable to interact sufficiently directly with the provider. There is still a
   sense that Fasset is just the financial sponsor of the project and has little
   or no rights and influences over the running of the project. This makes
   the interaction difficult. This said, the fact that the project has been
   running successfully and meeting the needs of the Auditor-General for
   some time makes it difficult for the role players to identify and clarify the
   role and the value of the third party - Fasset. The College is a successful
   supplier of these particular skills and their ability must be respected and
   recognised.

13) Publicity

   The launch of this project was well attended, particularly by role models
   for the young learners. Werner Nieuwoudt and Bertie Loots spent some
   time with the learners and were particularly inspirational. Again and as
   with many other projects, apart from the Fasset communication media,
   very little additional publicity was garnered. A full communication and
   marketing plan must be developed for each project.

14) The Way Forward

   This obviously successful project should be supported in the future. The
   relationship between the Office of the Auditor-General, Kentron College
   and Fasset must be more clearly established and clarified. A better
   publicity generation plan should be put in place to extend the reach of this
   project.

				
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